Real Life Elementary Episode 3.

Episode 3:
In this episode, the whole family goes to a café. They
discuss what they are going to order but Jon finds it
difficult to choose what to eat. When the waiter comes to
take the order, Jon is finally able to make a decision. Dave
appears and is invited to join them but he has a previous
arrangement with friends. Anna’s attitude to Dave again
gives Mark the opportunity to make fun of her.

Functional language

Scenes 1, 2 and 3 Offering and ordering food and
drink; asking and saying prices

Before you watch

Elicit what happened in the previous episode. Ask
students how often they eat out. Where do they go?
What are their favourite cafés or restaurants?

Vocabulary to be pre-taught or checked

Choice hurry up a slice of smoothie sir/madam

Extra questions

Scene 1

What kinds of food are healthy?

Scene 2

What would you order?

Scene 3

What kinds of food do you think are ‘yummy’?

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Muslims in Britain: changes and challenges.

Muslims in Britain: changes and challenges.

Develop your understanding of Muslims and their faith through an exploration of communities in Britain.

ABOUT THE COURSE

Islam is the second largest religion in the world today and dominates much of the current geopolitical discourse. People are increasingly bombarded by dramatic and at times disturbing headlines. Yet general knowledge of Muslims and their faith can be poor. There is consequently a need for a balanced and well-informed understanding of the current debates around this internationally significant topic.

This course uses Britain as a case study to shed light on wider issues relating to the growth of Islamic communities across the culturally Christian and increasingly secularised Western World. Topics include:

Islamic Practice An outline of Islamic practices and beliefs plus an introduction to the different viewpoints within Islam.

History of Islam in Britain An exploration of the longstanding associations between Islam and Britain, including Islamic influences on British society and the well-established connections between Britain and the countries from which many British Muslims originally hailed.

Settlement Patterns The origins and makeup of today’s British Muslim communities.

Cultural Diversity Confronting the ‘myth’ of a homogenous Muslim community through an exploration of the various religious and cultural influences that characterise and inform Muslim communities in Britain today.

Contemporary Debates An examination of how the above topics feed into the contemporary debates and what the future might hold.

Given current debates about multiculturalism, integration, and the spectre of fundamentalism, this course will appeal to a wide audience not only in Britain but far beyond.

Cardiff University Go to course
Started on 10 March
Duration: 4 weeks
4 hours pw
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EDUCATORS
Professor Sophie Gilliat-Ray (Educator)
Professor Sophie Gilliat-Ray (Educator)
REQUIREMENTS
The course is open to anyone with an interest in religion, culture and history, whether you are a beginner, experienced learner or returning to study.

You can sign up for this course here:

https://www.futurelearn.com/courses/muslims-in-britain

Constitutional Struggles in the Muslim World by Dr Ebrahim Afsah, M.Phil., MPA/ Essay number 1.

Image

“The past is a foreign country.” David Lowenthal

Introduction

There is no doubt that there could be many discussions and talks on the nature of Iranian modernity. This subject requires an independent discussion. Several implications and terms have been used to introduce Iranian modernity in contemporary time. Traditionalism, economic independence, fundamentalism, dogmatism, emulation, secularism, religious reform and others are among terms which have been used by the Iranian intellects and politicians to express new Iranian situation. It seems that the entire terms mentioned above have been aiming at the contextual elements of the Iranian modernity. If so, the Iranian modernity is not a pure and integrated issue; but is in fact a mixed and historical matter with several peaks. The main peaks are religious-trends and anti-religious thoughts, westernization and anti-western ideologies. What we are discussing is the result of mixing all these elements and categories.

Question 1

After World War II, most of the social and political thinkers have thought that the only way of developing the third world countries is following by the Western countries. This idea has internalized by governors by making a new planning and managing of the development institution and train the people. Because of dismissing the internal factors such as human resources and cultural matters this plan has failed. Therefore, many of the developing thinkers have changed their ideas and criticized modernization paradigm. The paradigm changes from the traditional view which focuses on a general and unify plan to the new one (Hage, 1980, Wallarstine, 1989, and Berman, 2000). They have supposed the idea that each country can develop based on its social, cultural, and economic circumstances. Berman has emphasized on different versions of modernization in all of the world. On the other hand, the only way of seeing this process theoretically right is to focus each culture and society based on its experiences. In terms of the history of modern era in Iran, relationship with European societies in the 19th century gave a new appearance to the domestic activities of the country in political, cultural and economic respects and made Iran a country different from both its own past and other countries of the region.

Question 2

On the other hand, The challenge is becoming acute in the wake of the recent upheavals and transformations that have been ongoing, arrival of military technology, industry sets, new trade and banking system, modern knowledge and science, establishing some new institutions such universities and schools, new ways of training and education, communication means, books publication, photography industry, social and cultural evens such as social movement in Qajar regime and later Constitutional Revolution in 1905 and followed it by the Iranian/ Islamic Revolution in 1979 were all effective in the development of the new environment in Iran. This new era has been defined by social scientists and Intellectuals as modern era (Azadarmaki, 2001)

Question 3

Each one of the above-mentioned elements had have a different role in changing the Iranian traditional world to new, developing a modern world. This shows that Iran is a society in the international context not isolated part. Iran has gotten the modern position through the international society. Hence, it is not true to say that Iran is out of the international and global space because of dual relationships. It should say that there is common and mutual relationship between Iran and Western countries and cultures over time. The main idea in different levels (individual, local, institutional, national, and international ones) the society get modern.
To nominate event(s), time or space for starting position of Iranian modernity is very hard. Because there is less common sense among Iranian intellectuals on this matter. Some believe the role of printing books and literature as to be higher than technology (Bahar, 1299 (1920)) while those who defend materialistic development believe technology as to be more important than cultural and literacy renovation. Nevertheless, this paper is not trying to identify the difference of views in this area. In terms of the above theoretical view, we are concerned to discuss and identify the new situation of Iran within the framework of global modernity not Western modernity. Hence, the main question is as follow: “What is the nature and characteristics of Iranian Modernity?”. If we want to have a perfect understanding on this situation, we should work on a broad framework which many questions can be raised:
Is Iranian modernity a suitable term in expressing the new situation of Iran?
Within what processes the Iranian modern experience have formed?
What are the characteristics, specifications and elements of Iranian modernity?
Who have been the main builders, administrators and refiners of Iranian modernity?
Is Iranian modernity acquirable, examinable with capacities to be empirically examined or, if it is a subject just to be sensed?
Based on our main aim in this paper, among the above questions, we are going to work on the following question: “What is the nature of the new situation of Iranian society. Emphasizing on “present” as reality is the main idea which many Iranian intellectuals, artists, movie makers, writers, and politicians have focused and started their thought and activities on. For example, Iranian movie makers labeled their works based on Iranian not nobody or savaged and backward people. They have dogged their everyday social life and make movies on it. The results of emphasizing and understanding “the present time and situation” has been developed based on their experiences in the present. The Iranian modernity is emotional, sensational and humanitarian. The Iranian modernity is a mixture (national and global) phenomenon.

Conclusion:

In discussing on the concept of Iranian modernity I have been depended on the following assumption: any society in the contemporary world has its own way of development and modernization. It is not true that all of the societies follow the way of development and modernization which Western countries have done. Each society can be developed based on its social and cultural circumstances. Therefore, any society is somehow in some levels of modernization and have its own modernity.

Here comes my course certificate‘s link.

Top Notch TV Fundamentals Course Season 1.

The four-Level “Top Notch TV Video Course,” by Joan Saslow and Allen Ascher, builds both Listening comprehensions skills and Productive Language skills. Each level of “Top Notch TV” consists of a hilarious TV-style situation comedy and authentic on-the-street interviews. In addition, five original pop songs and karaoke help reinforce new language. “Top Notch TV” is available in DVD or VHS format and Comes Packaged with photocopiable Activity Worksheets and Teaching Notes.
The “Top Notch TV Video Course” CAN be Used in a number of Ways:
* As a video-based Complete Listening / Speaking Course That Teaches Key Vocabulary, Grammar, and Social Language
* As a video-plus-workbook Supplement to Accompany the “Top Notch” Textbook series
* As a video-plus-workbook complement to any Low-Beginning to Intermediate-Level English Language Course
* As a self-study or distance-learning video-plus-workbook program.

Top Notch TV Fundamentals Course Season 1/ Unit 1.

The four-Level “Top Notch TV Video Course,” by Joan Saslow and Allen Ascher, builds both Listening comprehensions skills and Productive Language skills. Each level of “Top Notch TV” consists of a hilarious TV-style situation comedy and authentic on-the-street interviews. In addition, five original pop songs and karaoke help reinforce new language. “Top Notch TV” is available in DVD or VHS format and Comes Packaged with photocopiable Activity Worksheets and Teaching Notes.
The “Top Notch TV Video Course” CAN be Used in a number of Ways:
* As a video-based Complete Listening / Speaking Course That Teaches Key Vocabulary, Grammar, and Social Language.
* As a video-plus-workbook Supplement to Accompany the “Top Notch” Textbook series
* As a video-plus-workbook complement to any Low-Beginning to Intermediate-Level English Language Course.
* As a self-study or distance-learning video-plus-workbook program.